Case Study: Engineering Marvels for Study Abroad and Global Learning

Kacie D'Alessandro

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: International Division Technical Session 1: Looking at Study Abroad through an enhanced lens
Page Count: 19
DOI: 10.18260/1-2--41442
Permanent URL: https://peer.asee.org/41442
Download Count: 308

Paper Authors

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Kacie D'Alessandro Virginia Military Institute

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Kacie C. D’Alessandro received her B.S. and M.S. in Civil Engineering at Clemson University and her Ph.D. in Civil Engineering at Virginia Tech. She taught at Washington and Lee University for seven years before joining the faculty at Virginia Military Institute, where she is now a visiting assistant professor. Her research interests include ultra-high performance concrete, design of concrete structures, structural evaluations, and experiential learning. She teaches courses in structural engineering and engineering mechanics.

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Abstract

Imagine discussing physics with Galileo or Albert Einstein. Or, imagine discussing structural design with the ancient Egyptians. Although it is not possible to speak directly with many “founding fathers” of science and engineering, we can learn much from engineering marvels still standing. A variety of structures and inventions can reveal how engineering has evolved throughout time and how engineering concepts are repeatedly used – from early days to the present. Engineering Marvels was a short-term study abroad course developed to teach students engineering concepts within the context of some of the most well-recognized and significant international engineering marvels. With no prerequisites, the course was designed for first-year engineering students and general liberal arts students not majoring in engineering. Historical and cultural significance was integrated into lessons to emphasize the evolution and globalization of the engineering profession, as well as bridge the sciences and humanities.

Engineering Marvels was taught during a four-week term at Washington and Lee University (Lexington, VA). During the first two weeks, students were on campus and learned about engineering concepts and the marvels they would later visit while abroad. While traveling to London, England for the final two weeks of the course, students experienced firsthand the engineering marvels and British culture they had studied. Site visits, tours, and guest lectures provided additional learning opportunities while abroad. Specific engineering marvels studied included Tower Bridge, Millennium Bridge, the Globe Theatre, Windsor Castle, Land Rover vehicles, and the London Underground. Within the context of these marvels, students learned about bridge and structure design, construction methods, engineering materials, concepts of stress and strain, and the engineering design process. This course served as a catalyst for integrating global topics of engineering into other traditional, on-campus courses. As such, lessons first introduced in Engineering Marvels were later integrated into other courses to serve as both an advertisement for study abroad and an opportunity for more students to learn about the globalization of engineering.

Through this case study, the structure and itinerary of Engineering Marvels is presented as an example of a short-term study abroad course that could be taught in nearly any location. Adaptations are recommended for either expanding travel abroad or for adapting lessons for a domestic location. Lessons learned during this course offering are presented to encourage educators, especially those new to study abroad, as they prepare for future study abroad. Specific lessons learned address designing a flexible course structure, preparing for travel abroad, teaching engineering to non-engineers, designing assignments for study abroad, and traveling with students. Within the context of this case study, educators are guided to establish reasonable expectations for study abroad experiences so that a new program can be rewarding for both students and faculty.

Citation
Format

D'Alessandro, K. (2022, August), Case Study: Engineering Marvels for Study Abroad and Global Learning Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41442

TY - CPAPER
AB - Imagine discussing physics with Galileo or Albert Einstein. Or, imagine discussing structural design with the ancient Egyptians. Although it is not possible to speak directly with many “founding fathers” of science and engineering, we can learn much from engineering marvels still standing. A variety of structures and inventions can reveal how engineering has evolved throughout time and how engineering concepts are repeatedly used – from early days to the present. Engineering Marvels was a short-term study abroad course developed to teach students engineering concepts within the context of some of the most well-recognized and significant international engineering marvels. With no prerequisites, the course was designed for first-year engineering students and general liberal arts students not majoring in engineering. Historical and cultural significance was integrated into lessons to emphasize the evolution and globalization of the engineering profession, as well as bridge the sciences and humanities.

Engineering Marvels was taught during a four-week term at Washington and Lee University (Lexington, VA). During the first two weeks, students were on campus and learned about engineering concepts and the marvels they would later visit while abroad. While traveling to London, England for the final two weeks of the course, students experienced firsthand the engineering marvels and British culture they had studied. Site visits, tours, and guest lectures provided additional learning opportunities while abroad. Specific engineering marvels studied included Tower Bridge, Millennium Bridge, the Globe Theatre, Windsor Castle, Land Rover vehicles, and the London Underground. Within the context of these marvels, students learned about bridge and structure design, construction methods, engineering materials, concepts of stress and strain, and the engineering design process. This course served as a catalyst for integrating global topics of engineering into other traditional, on-campus courses. As such, lessons first introduced in Engineering Marvels were later integrated into other courses to serve as both an advertisement for study abroad and an opportunity for more students to learn about the globalization of engineering.

Through this case study, the structure and itinerary of Engineering Marvels is presented as an example of a short-term study abroad course that could be taught in nearly any location. Adaptations are recommended for either expanding travel abroad or for adapting lessons for a domestic location. Lessons learned during this course offering are presented to encourage educators, especially those new to study abroad, as they prepare for future study abroad. Specific lessons learned address designing a flexible course structure, preparing for travel abroad, teaching engineering to non-engineers, designing assignments for study abroad, and traveling with students. Within the context of this case study, educators are guided to establish reasonable expectations for study abroad experiences so that a new program can be rewarding for both students and faculty.
AU - Kacie D'Alessandro
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Case Study: Engineering Marvels for Study Abroad and Global Learning
UR - https://peer.asee.org/41442
DO - 10.18260/1-2--41442
ER -